School Effectiveness and School Improvement, Volume 33, Issue 3 (2022)

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School Effectiveness and School Improvement, Volume 33, Issue 3 (2022)

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Articles

Article
Are class size and teacher characteristics associated with cognitive outcomes in early grades?
Ting Shen & Spyros Konstantopoulos
Pages: 333-359
Published online: 13 Jan 2022
AbstractforAre class size and teacher characteristics associated with cognitive outcomes in early grades? | Full Text | References | PDF (2 MB) | EPUB
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Article
Factors related to differences in digitally measured student perceptions of teaching quality
Hannah J. E. Bijlsma, Cees A. W. Glas & Adrie J. Visscher
Pages: 360-380
Published online: 26 Jan 2022
AbstractforFactors related to differences in digitally measured student perceptions of teaching quality | Full Text | References | PDF (2.2 MB) | EPUB | Supplemental
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Open Access
Article
To what extent is shared instructional leadership related to teacher self-efficacy and student academic performance in China?
Yan Liu, Ling Li & Chen Huang
Pages: 381-402
Published online: 07 Feb 2022
AbstractforTo what extent is shared instructional leadership related to teacher self-efficacy and student academic performance in China? | Full Text | References | PDF (1.8 MB) | EPUB
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Article
Investigating differential teacher effectiveness: searching for the impact of classroom context factors
Elena Kokkinou & Leonidas Kyriakides
Pages: 403-430
Published online: 31 Jan 2022
AbstractforInvestigating differential teacher effectiveness: searching for the impact of classroom context factors | Full Text | References | PDF (2.2 MB) | EPUB
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Open Access
Article
A comparison of value-added models for school accountability
George Leckie & Lucy Prior
Pages: 431-455
Published online: 07 Feb 2022
AbstractforA comparison of value-added models for school accountability | Full Text | References | PDF (2.4 MB) | EPUB | Supplemental
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Open Access
Article
The interplay of user beliefs and situated characteristics in explaining school performance feedback use
Evelyn Goffin, Rianne Janssen & Jan Vanhoof
Pages: 456-478
Published online: 22 Feb 2022
AbstractforThe interplay of user beliefs and situated characteristics in explaining school performance feedback use | Full Text | References | PDF (2.3 MB) | EPUB | Supplemental
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Article
Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling
Faming Wang, Yaping Liu & Shing On Leung
Pages: 479-496
Published online: 27 Feb 2022
AbstractforDisciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling | Full Text | References | PDF (1.5 MB) | EPUB
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